Next Generation Science Standards For States, By States (2013) / Chapter Skim
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NEXT GENERATION SCIENCE STANDARDS: Arranged by Disciplinary Core Ideas
NEXT GENERATION SCIENCE STANDARDS: Arranged by Disciplinary Core Ideas
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. 88 Next Generation Science Standards -- Arranged by Disciplinary Core Ideas Technologies for Information Transfer.
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While the performance expectations shown in kindergarten through fifth grade couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations. Kindergarten Through Fifth Grade 2 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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The crosscutting concepts of patterns; cause and effect; sys tems and system models; interdependence of science, engineering, and technology; and influence of engineering, technology, and science on society and the natural world are called out as organizing con cepts for these disciplinary core ideas. In the kindergarten performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, designing solutions, engaging in argument from evidence, and obtain ing, evaluating, and communicating information.
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(K‑PS2‑1) 4 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to K‑PS2 on page 131.
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(K‑LS1‑1) 6 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to K‑LS1 on page 131.
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(secondary to K‑ESS3‑3) 8 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to K‑ESS3 on page 132.
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First Grade NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 9
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(1‑PS4‑4) 10 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 1‑PS4 on page 132.
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NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 11
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(1‑LS1‑2) 12 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 1‑LS1 on page 133.
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(1‑ESS1‑1) 1‑ESS1 Earth's Place in the Universe 14 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 1‑ESS1 on page 134.
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In the second grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argument from evi dence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
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(2‑PS1‑2) 16 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 2‑PS1 on page 134.
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See connections to 2‑PS1 on page 134. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 17
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(2‑LS2‑1) 18 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 2‑LS2 on page 134.
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(2‑ESS1‑1) 2‑ESS1 Earth's Place in the Universe 20 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 2‑ESS1 on page 135.
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22 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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In the third grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions and defining problems; developing and using models, planning and car rying out investigations, analyzing and interpreting data, constructing explanations and designing solu tions, engaging in argument from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
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(3‑PS2‑1) 26 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 3‑PS2 on page 137.
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(3‑LS2‑1) 3‑LS2 Ecosystems: Interactions, Energy, and Dynamics 28 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 3‑LS2 on page 137.
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NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 29
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(3‑LS4‑3) 30 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 3‑LS4 on page 138.
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See connections to 3‑LS4 on page 138. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 31
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(3‑ESS2‑2) 3‑ESS2 Earth's Systems 32 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 3‑ESS2 on page 139.
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In the fourth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in asking questions, developing and using models, planning and carrying out investigations, analyzing and interpreting data, constructing explanations and designing solutions, engaging in argu ment from evidence, and obtaining, evaluating, and communicating information. Students are expected to use these practices to demonstrate understanding of the core ideas.
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See connections to 4‑PS3 on page 139. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 35
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36 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 4‑PS3 on page 139.
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(4‑LS1‑2) 38 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 4‑LS1 on page 140.
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(4‑ESS2‑1) 4‑ESS2 Earth's Systems 40 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 4‑ESS2 on page 141.
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In the fifth grade performance expectations, students are expected to demonstrate grade-appropriate proficiency in developing and using models, planning and carrying out investigations, analyzing and interpreting data, using mathematics and computational thinking, engaging in argument from evi dence, and obtaining, evaluating, and communicating information and to use these practices to demon strate understanding of the core ideas. Fifth Grade 42 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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44 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 5‑PS1 on page 142.
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(secondary to 5‑PS3‑1) 5‑PS3 Energy 46 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 5‑PS3 on page 143.
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(5‑LS2‑1) 48 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 5‑LS2 on page 143.
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(5‑ESS2‑2) 5‑ESS2 Earth's Systems 50 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to 5‑ESS2 on page 144.
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The crosscutting concepts of patterns; cause and effect; scale, proportion, and quantity; energy and matter; structure and function; interdependence of science, engineering, and technology; and influence of science, engineering, and technology on society and the natural world are called out as organizing concepts for these disciplinary core ideas. In the PS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing and interpreting data, Middle School Physical Sciences designing solutions, and obtaining, evaluating, and communicating information.
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The performance expectations in PS4 focus on students demonstrating proficiency in developing and using models, using mathematical thinking, and obtaining, evaluating, and communicating information and to use these practices to demonstrate understanding of the core ideas. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 55
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(MS‑PS1‑1) 56 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑PS1 on page 145.
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MS‑PS1 Matter and Its Interactions (continued ) 58 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑PS1 on page 145.
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See connections to MS‑PS2 on page 146. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 59
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, (MS‑PS2‑4) 60 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑PS2 on page 146.
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• Plan an investigation individually and collaboratively and in the design identify See connections to MS‑PS3 on page 147. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 61
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, (MS‑PS3‑5) 62 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑PS3 on page 147.
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(MS‑PS4‑1) 64 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑PS4 on page 147.
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The performance expectations in LS3: Heredity: Inheritance and Variation of Traits help students formulate an answer to the question, "How do living organisms pass traits from one generation to the NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 65
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Middle School Life ScienceS 66 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds and creating See connections to MS‑LS1 on page 148. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 67
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. 68 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑LS1 on page 148.
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patterns of interactions of organisms with their use are driven by individual or societal 70 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑LS2 on page 149.
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NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 71
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(MS‑LS3‑2) 72 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑LS3 on page 150.
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See connections to MS‑LS3 on page 150. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 73
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(MS‑LS4‑2) 74 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑LS4 on page 150.
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The crosscutting concepts of patterns, scale, proportion, quantity, and systems and system modeling are called out as organizing concepts for these disciplinary core ideas. In the ESS1 performance expectations, students are expected to demonstrate proficiency in developing and using models, analyzing data, constructing explanations, and designing solutions and to use these practices to Middle School Earth and Space Sciences demonstrate understanding of the core ideas.
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The crosscutting concepts of patterns, cause and effect, and stability and change are called out as organizing concepts for these disciplinary core ideas. In the ESS3 performance expectations, students are expected to demonstrate proficiency in asking questions, developing and using models, analyzing and interpreting data, constructing explanations, designing solutions, and engaging in argument and to use these practices to demonstrate understanding of the core ideas.
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(MS‑ESS1‑3) 78 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑ESS1 on page 151.
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See connections to MS‑ESS1 on page 151. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 79
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through Earth's systems driven by energy from the sun and the force of gravity. [Clarification Statement: Emphasis is on the ways in MS‑ESS2 Earth's Systems 80 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑ESS2 on page 151.
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82 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑ESS2 on page 151.
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[Clarification Statement: Examples of the design process See connections to MS‑ESS3 on page 152. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 83
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(MS‑ESS3‑4) 84 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑ESS3 on page 152.
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While the performance expectations shown in MS-ETS1 couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 85
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(MS‑ETS1‑3) 86 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to MS‑ETS1 on page 153.
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See connections to MS‑ETS1 on page 153. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 87
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The performance expectations 88 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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Students understand that combining waves of different frequencies can make a wide variety of patterns and thereby encode and transmit information. Students also demonstrate their understanding of engineering ideas by presenting information about how NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 89
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In the PS3 performance expectations, students are expected to demonstrate proficiency in asking questions, using mathematical thinking, engaging in argument from evidence and obtaining, evaluating, and communicating information and to use these practices to dem onstrate understanding of the core ideas. High School Physical Sciences 90 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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See connections to HS‑PS1 on page 154. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 91
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(HS‑PS1‑7) 92 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑PS1 on page 154.
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See connections to HS‑PS1 on page 154. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 93
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(HS‑PS2‑5) 94 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑PS2 on page 155.
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, (HS‑PS2‑4) 96 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑PS2 on page 155.
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98 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑PS3 on page 156.
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See connections to HS‑PS3 on page 156. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 99
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, (HS‑PS4‑5) 100 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑PS4 on page 156.
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(HS‑PS4‑3) 102 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑PS4 on page 156.
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High School Life Sciences 104 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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(HS‑LS1‑6) 106 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑LS1 on page 157.
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(HS‑LS2‑5) 108 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑LS2 on page 158.
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110 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑LS2 on page 158.
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See connections to HS‑LS2 on page 158. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 111
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(HS‑LS3‑3) 112 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑LS3 on page 159.
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(HS‑LS4‑1) 114 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑LS4 on page 159.
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• Changes in the physical environment, whether naturally occurring or human induced, have thus contributed to the expansion of some species, the See connections to HS‑LS4 on page 159. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 115
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116 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑LS4 on page 159.
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The crosscutting concepts of cause and effect, energy and matter, structure and function, and stability and NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 117
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High School Earth and Space Sciences 118 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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(HS‑ESS1‑2) 120 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑ESS1 on page 160.
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solar output; 10s–100s of thousands of years: changes to Earth's orbit and 122 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑ESS2 on page 160.
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(secondary to HS‑ESS2‑3) 124 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑ESS2 on page 160.
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See connections to HS‑ESS3 on page 161. NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas 125
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(HS‑ESS3‑5) 126 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑ESS3 on page 161.
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While the perfor mance expectations shown in HS-ETS1 couple particular practices with specific disciplinary core ideas, instructional decisions should include use of many practices that lead to the performance expectations. 128 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas
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130 NEXT GENERATION SCIENCE STANDARDS -- Arranged by Disciplinary Core Ideas See connections to HS‑ETS1 on page 162.
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